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Lesson Plan Grade Level: Self-contained mild to moderately impaired elementary. (To grade 5) Subject: Writing Topic: Sentence construction Lesson objective(s):
Please note that this lesson is for
a mild to moderately impaired elementary classroom.
Procedure: 1. Write a list of ten vocabulary words for the week. Re-write the words omitting letters, leaving blanks for the student to fill in. Provide underlined spaces for the exact number of letters in the word. Have the student finally copy the entire word. Example: book b_ok b_ _k boo_ _ _ _ _ day _ ay da_ _ _ _ 2. Ask the students fill in the missing letters in the words. Then to write (copy) the entire word.
3. Ask the student to write five sentences using their choice of
five of the words from the list provided. Assist the student in creating
these sentences, giving suggestions for correct syntax.
Evaluation:
1. The teacher evaluates
if the words were copied correctly.
Modifications: 1. Provide an overview of the lesson before beginning. 2. Give a personal cue to begin work. 3. Provide immediate reinforcers and feedback. 4. Avoid pressures of speed and accuracy.
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1.
FILL IN THE MISSING LETTERS 2. COPY THE ENTIRE WORD
when w_hen wh_n whe_ _ _ _ _ bath b_th ba_h bat_ _ _ _ _ book b_ok b_ _ k boo_ _ _ _ _ banana _ anana ba_ana ban_na _ _ _ _ _ _ help _ elp h_lp hel_ _ _ _ _ helped _ elp_ _ help_ _ _ elped _ _ _ _ _ _ day _ ay d_y da_ _ _ _ zoo _ oo z_ _ zo_ _ _ _ team _ eam t _ am te_m tea_ _ _ _ _ shark _hark _ _ ark
sh_ _ _ _ _ _ _ _
1._________________________________
2._________________________________
3._________________________________
4.__________________________________
5.__________________________________
Materials: Copies of the worksheet,
at least two per student. I recommend using pencils or colored pencils.
Do not put these words on the board: This will confuse the students.
The plan can be modified to the reading
level of each indivdual student. It is helpful to use one set of
words for the entire class as this allows peer to peer tutoring to take
place. You can then construct more or less advanced individualized
worksheets for the students own zone of development. This still allows
for peer to peer tutoring but it also permits students to recieve the positive
feedback they need to eliminate or control avoidance behaviors.
Conclusion: The lesson is designed
to be non-threatening to Special Education students. Every effort should
be made to allow for mistakes: Every mistake is seen as an opportunity
to teach. Allow as much peer tutoring as possible, however, this must be
monitored and you might consider limiting the time allowed for this to
10 minutes. The evaluation should always stress the positive. Rather than
saying "That is not correct" please consider using "Have you thought of
" or "Try this." Another modification would be to allow the students to
use one sheet as their practice sheet, to reduce stress and the amount
of time this population uses erasing.
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